DOCSLIB.ORG

Student Expectations of the Financial Returns to Higher Education in the Czech Republic and England

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Student Expectations of the Financial Returns to Higher Education in the Czech Republic and England University of Huddersfield Repository Anchor, J.R Student Expectations of the Financial Returns to Higher Education in the Czech Republic and England Original Citation Anchor, J.R (2011) Student Expectations of the Financial Returns to Higher Education in the Czech Republic and England. In: Proceedings of the 10th International Conference : Liberec Economic Forum. Technical University of Liberec, pp. 9-16. ISBN 9788073727550 This version is available at http://eprints.hud.ac.uk/id/eprint/11848/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ STUDENT EXPECTATIONS OF THE FINANCIAL RETURNS TO HIGHER EDUCATION IN THE CZECH REPUBLIC AND ENGLAND John R Anchor University of Huddersfield University of Huddersfield Business School Queensgate, HD1 3DH, Huddersfield, UK [email protected] Abstract The economic development of a nation or a region depends to a considerable extent on a highly educated and skilled workforce. This includes an appropriate supply of University graduates. The motivations of students to enter higher education are potentially many and various. However financial factors are known to be of considerable importance, particularly in subjects such as economics and business administration. It would be useful therefore to have an estimation of students' expectations of the financial returns to higher education. The results which are reported on in this paper provide data concerning the expectations of first year students in three Czech faculties of economics and one English Business School. First year students were surveyed because they had recently entered higher education. The findings show that students in both countries expect higher education to be a profitable investment. Expected rates of return are found to vary by gender as well as by country and place of study. In the case of England, it is concluded that the current level of tuition fees does not act as an incentive for students to enter higher education. JEL Classification: I23, J24 STUDENT EXPECTATIONS OF THE FINANCIAL RETURNS TO HIGHER EDUCATION IN THE CZECH REPUBLIC AND ENGLAND 1 Introduction During the last fifteen years, there has been a growth of interest in the returns to higher education by policy makers. This has been due to increasing difficulty in funding higher education as student numbers have expanded. The fact that there are often substantial private returns to higher education has been used as a reason to shift the burden of funding higher education away from the tax payer and to the student – or sometimes to the graduate [3]. In countries where there is a consensus for a welfare state financed by high levels of general taxation (e.g. in Scandinavia), university studies have tended to remain free at the point of entry. This has also been the case in countries in which the age participation rate has remained below the OECD average (e.g. in the former COMECON countries of Central/Eastern Europe). In such countries, the costs associated with university funding have remained “affordable” for the taxpayer. In the Czech Republic for instance, public universities have remained free at the point of entry with student numbers capped and excess demand has been mopped up by encouraging the growth of a vigorous private sector. By contrast in the UK the private sector remains very small and the "marketisation“ of higher education has taken place in the public universities via the introduction of tuition fees, which cover part of the costs of tuition. This study reports on data on students’ expectations concerning financial returns to their higher education studies in three Czech faculties of economics and one English business school. The study is unusual in focusing on the question of expectations as most studies in this area have attempted to measure actual returns. Only a few studies have examined the comparability of earnings expectations to reality within the educational context. 1. Measuring returns to higher education In this study, when estimating the private rate of return, the costs will consist of foregone earnings and tuition fees but will not include living expenses. Living expenses may be covered by parents if they can afford them or by government in terms of maintenance grants for those from disadvantaged backgrounds and will be incurred anyway if a decision is made not to enter higher education. The following short cut formula can be used for calculating rates of return to education. r = Ej-Ei S.E i where • E is average earnings of an individual who has a j level and i level of education respectively • S is years of schooling • r is the rate of return to education Since the basic short-cut method formula above assumes foregone earnings as a cost of education it is designed to measure rates of return to higher education in countries where the higher education is 1 A further version of this article can be found in [1]. provided to students without charge, such as in the case of public universities in the Czech Republic. In England however tuition fees have been in place since 1998. Therefore some adjustments must be made in order to compute the rate of return in England as accurately as possible. Tuition fees for full time undergraduate students were first introduced in England and Wales in 1998 (the so called ‘old’ system) and were set at £1,000 per student per annum for all Bachelor degree courses and were subject to an inflationary adjustment (by 2005/06 the fee had risen to £1,175). The tuition fee was contingent on family income, with the possibility of a full or partial waiver for students from lower socio-economic backgrounds. Since the fees had to be paid upfront they are added to the formula in the denominator as they were a cost to students as much as their foregone earnings during their university studies. Therefore the formula used to calculate the rates of return to higher education in England between 1998/1999 and 2005/2006 is as follows: r = Eu-Es S.(E s + C u) where • Eu are earnings of an individual with a university education • Es are earnings of an individual with a secondary education • S are years of higher education • r is the private rate of return to education • Cu are the costs of university education In January 2005 the UK parliament voted to permit universities in England and Northern Ireland to charge a fee of up to £3,000 2 per annum for all Bachelor programmes (the so called ‘new’ system). Unlike the ‘old’ tuition fee system, the ‘new’ fee regime, which came into force in England and Northern Ireland in September 2006, does not require the payment of an upfront fee – rather it asks students to take out a loan to cover the cost of the fee. The loan is then repayable after graduation and instalments are collected alongside income tax and national insurance and are automatically deducted from wages. In other words this is similar to a graduate tax, such as that which was introduced in Australia in 1989 [2]. Given that the vast majority of students choose not to pay the tuition fees upfront and that the loan debt will be collected from graduates in instalments, at 9% of the threshold above earnings of £15,000 in the UK, for up to 25 years, the tuition fees should not count as costs. Rather they should be seen as a reduction of the benefits from an investment in higher education. Therefore the formula which will be used to calculate rates of return in England after 2006/2007 inclusive, is as follows: r = Eu-[0.09(E u-15,000)]-Es S.E s 2 The fees increase yearly by no more than the rate of inflation and were set at a maximum of £3,290 per annum in 2010/2011. Almost all universities have chosen to charge the maximum fee for all Bachelor study programmes. where • Eu are earnings of an individual with a university education • Es are earnings of an individual with a secondary education • S are years of higher education • r is the private rate of return to education • 15,000 is the threshold of £15,000 • 0.09 is the instalment of 9% 2. Survey of Expected Earnings at Czech and English Universities 2.1 Background The institutions surveyed in this study, in the Czech Republic and England, are equivalent in status and form, although they are not identical in terms of curriculum. Czech students have a greater amount of economics, accounting, mathematics and information systems in their curriculum than their British counterparts while the latter tend to study a larger amount of the newer and “softer” management subjects. In the Czech Republic, faculties of economics correspond to UK business schools. Despite the Bologna process, which introduced the system of three years’ study towards a Bachelor’s degree and two years’ study towards a Master’s degree in the Czech Republic, most Czech students “graduate” with a Master award after five years’ study.
Load more

Recommended publications
  • THE TEN-YEAR HISTORY of the PROCESS of E-LEARNING IMPLEMENTATION at CZECH UNIVERSITIES
    PROBLEMS OF EDUCATION IN THE 21st CENTURY Volume 17, 2009 159 THE TEN-YEAR HISTORY OF THE PROCESS OF E-LEARNING IMPLEMENTATION AT CZECH UNIVERSITIES Petra Poulova, Ivana Šimonova University of Hradec Kralove, Czech Republic E-mail: [email protected], [email protected] Abstract In the course of last ten years eLearning has become a standard in tertiary education. It is time we considered the whole process, which is not long but has been part of everyday life, and influenced the current way of education at all levels. The article deals with the history of the process at Czech universities. It presents documents which supported establishing eLearning as an inseparable part and form of instruction but even set its role in the process of accreditation of new study programmes; it introduces ways of evaluation of the whole process and single possibilities which eLearning tools offer for teaching various subjects; it provides survey on how eLearning is really used at Czech universities. As the University of Hradec Kralove, mainly the Faculty of Informatics and Management, was the leader in this process, methods used in the process of ICT implementation and ways of evaluation could have been later applied at other Czech and other universities. Key words: eLearning, distance learning, university education. Introduction The strategy of European Union in the field of education since the end of the 20th century has been defined by several important documents prepared by European Commission, e. g. Growth, competitiveness, and employment. The challenges and ways forward into the 21st century (European Commission, 1993); White Paper on Education and Training – Teaching and Learning – Towards the Learning Society (European Commission, 1995); etc.
    [Show full text]
  • Overview of Technology Transfer Offices in the Czech Republic Table of Contents
    OVERVIEW OF TECHNOLOGY TRANSFER OFFICES IN THE CZECH REPUBLIC TABLE OF CONTENTS Centre for Transfer of Biomedical Technologies 04 Technology Transfer Office of the Czech Academy of Sciences 06 Czech University of Life Sciences Prague, Technology Transfer and Innovations Office 08 Institute of Physics of CAS, Centre for Innovation and Technology Transfer 10 IOCB TTO Ltd. 12 Academic Centre for the Transfer of Technology at the University of South Bohemia 14 Masaryk University, Technology Transfer Office 16 Mendel University in Brno, Center of Technology Transfer 18 Technical University of Liberec, Center for Technology Transfer 20 Technology Innovation Centre Ltd. 22 Charles University, Centre for Transfer of Knowledge and Technology 24 University of Pardubice, Centre for Technology and Knowledge Transfer 26 Tomas Bata University in Zlín, Technology Transfer Centre 28 University of Veterinary and Pharmaceutical Sciences Brno, Project and TT Center 30 Science and Technology Park at Palacky University in Olomouc 32 VŠB – Technical University of Ostrava, Innovation Support Centre 34 Brno University of Technology, Technology Transfer Office 36 University of West Bohemia, Project Centre, Department of Technology Transfer 38 FOREWORD Dear readers, you are holding in your hands a handbook of the Transfera.cz association, the goal of which is, after the fashion of other European countries, to provide an overview of the individual transfer offices in the Czech Republic. The members of Transfera.cz protect the interests of the transfer community in the Czech Rebublic and take part in the development of technology and knowledge transfer. We are united by our belief that besides education and basic research – which represent an integral part of the role of universities and research institutions – there is a broad array of research with an applica- tion potential which should, in layman‘s terms, „get out of labs and be put into practice“.
    [Show full text]
  • Instructions Regarding the Scholarship Award Scheme of the Government of the Czech Republic
    INSTRUCTIONS REGARDING THE SCHOLARSHIP AWARD SCHEME OF THE GOVERNMENT OF THE CZECH REPUBLIC Contents: I. General information about higher education in the Czech Republic II. Czech government scholarships 1. Scholarships for Bachelor or Master study programmes in Czech 1.1. Submission of applications (deadlines, documents required) 1.2. Material provisions and financial arrangements for students 1.3. Arrival in the Czech Republic, international travel expenses 2. Scholarships for follow-up Master or Doctoral study programmes in English 2.1. Submission of applications (deadlines, documents required) 2.2. Material provisions and financial arrangements for students 2.3. Arrival in the Czech Republic, international travel expenses 3. Cessation of a right to a scholarship 4. Residence of aliens in the Czech Republic 5. Conditions for the provision of health care (points II.3., II.4. and II. 5. apply to both to courses taught in Czech and to courses taught in English) Annex 1: Declaration of acquaintance with the Instructions regarding the scholarship award scheme of the Government of the Czech Republic Annex 2: Declaration of acquaintance with the Conditions for the provision of health care I. General information about higher education in the Czech Republic Higher education has a long tradition in the Czech Republic, going back to the 14th century when Charles IV founded one of the world’s oldest universities in Prague in 1348. Universities, as the highest tier in the education system, are supreme centres of education, independent knowledge and creativity, and play a central role in the scientific, cultural, social and economic development of society. There are currently 26 public universities, two state universities and 43 private universities in the Czech Republic.
    [Show full text]
  • Catalogue of Higher Education Institutions in the Czech Republic
    Catalogue of higher education institutions in the Czech Republic www.studyin.cz VÍTEJTE! Welcome to About VÍTEJTE! WELCOME! the Czech Republic this brochure WELCOME! Liberec Ústí nad Labem Hradec Králové Praha Pardubice Olomouc Plzeň Ostrava Jihlava České Budějovice Zlín Brno FACTS AND FIGURES WELCOME TO THE CATALOGUE OF HIGHER EDUCATION INSTITUTIONS IN THE CZECH REPUBLIC Language Czech The Czech Republic entered the European Union with a tradition of quality education. Area 78 866 sq km Czech higher education institutions are recognized and sought after for a variety of reasons: Borders with Germany, Poland, Slovakia, Austria their long-standing reputations, unique conception and interesting specializations. Important criteria also include concern of concrete institutions for both Czech and foreign students. Czech Population 10, 4 million higher education institutions offer a diverse range of study programmes in foreign languages and Political system parliamentary republic are increasingly involved in co-operation actions between higher education institutions across EU member state since 2004 the world. Currency Czech crown / CZK This brochure presents essential information about the Czech higher education system and Capital Praha (Prague) institutions. We hope this catalogue will provide a useful guidance for foreign students who Climate seasonal variations (warm summers, would like to come for short study visits or to complete their degree in the Czech Republic. chilly autumns and cold winters) It may also help to professionals who are looking for partner higher education institutions in the Czech Republic. Average temperatures January -4 °C; July 24 °C Higher education institutions 73 For more detailed information about studying in the Czech Republic please Students at higher education institutions 390 000 visit our website www.studyin.cz or contact the institution of your choice directly.
    [Show full text]
  • Proceedings of Abstract
    International Scientific Conference, July, 4 -7, 2018, Pula, hotel Park Plaza Histria Pula Economics, Management, Finance and Social Attributtes of Economic System (EMFSA 2018) Proceedings of abstract BCSS 2018 International Scientific Conference, July, 4-7, 2018, Pula, hotel Park Plaza Histria Pula Economics, Management, Finance and Social Attributtes of Economic System (EMFSA 2018) Proceedings of abstract 2 EMFSA 2018 is organized by the Centre of Sociological Research and BCSS in cooperation with Juraj Dobrila University of Pula, Faculty of economics and Tourism “Dr. Mijo Mirković”, University of Entrepreneurship and Law in Prague, University College of Business in Prague, Pan-European University in Bratislava, Faculty of Social and Economic Relations of Alexander Dubcek University of Trencin, University of Finance and Administration in Prague, The Institute of Economic Research in Torun and The College of Regional Development and Banking Institute – AMBIS in Prague Scientific Committee Prof. Jaroslav Belás, PhD. – president of scientific committee Dr. Adam P. Balcerzak, Nicolaus Copernicus University in Torun, Poland – vice-president of scientific committee assoc. prof. RNDr. Vladimír Krajčík, Ph.D., vice-rector for the Development of the University, University of Entrepreneurship and Law Prague, Czech Republic – vice- president of scientific committee Prof. René Wokoun, CSc., The College of Regional Development and Banking Institute – AMBIS, Prague, Czech Republic – vice-president of scientific committee Prof. Armenia Androniceanu, PhD., Bucharest University of Economic Studies, Bucharest, Romania. assoc. prof. RNDr. Petr Budinský, CSc., University of Finance and Administration Prague, Czech Republic Ing. Pavla Břečková, Ph.D., University of Finance and Administration Prague, Czech Republic Ing. Dagmar Čámská, Ph.D., Czech Technical University in Prague, MIAS School of Business & Interdisciplinary Studies, Czech Republic Dr.
    [Show full text]
  • Triple Helix Model and Partnerships of Technical Faculties of Universities
    Recent Researches in Applied Economics and Management - Volume I Triple Helix Model and Partnerships of Technical Faculties of Universities JANA KOSTALOVA, LIBENA TETREVOVA Department of Economy and Management of Chemical and Food Industry University of Pardubice Studentska 95, 532 10 Pardubice CZECH REPUBLIC [email protected], [email protected], http://www.upce.cz/fcht/kemch.html Abstract: This paper is dedicated to the problems of the triple helix model and partnerships of technical faculties of universities in relation to the role of partnerships in a knowledge-based society. The paper aims to identify alternative forms of university partnerships in the context of the triple helix model (on the university- industry level) and to document the situation on selected examples of good practice from the point of view of technical faculties of universities in the Czech Republic. At first, it clarifies the essence of the triple helix model and lists the possible forms of university-enterprise partnerships implemented within this model. After that, the attention is focussed on the examples of good practice from the point of view of technical faculties of universities. Key-Words: partnership, university-industry partnership, triple helix model, innovation, university, enterprise, government 1 Introduction and development of the society, technical faculties Universities currently represent the key national of universities, which can become an example of economy entities in each country. They are top good practice for the others, have an important centres of scholarship, which play a fundamental status. role both in economic and scientific and in social The paper aims to identify alternative forms of and cultural development of the society.
    [Show full text]
  • Institutional Repositories in the Czech Republic Kelci Baughman Mcdowell University of San Francisco, [email protected]
    The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Gleeson Library Librarians Research Gleeson Library | Geschke Center 2016 Institutional Repositories in the Czech Republic Kelci Baughman McDowell University of San Francisco, [email protected] Follow this and additional works at: http://repository.usfca.edu/librarian Part of the Library and Information Science Commons Recommended Citation Baughman McDowell, Kelci, "Institutional Repositories in the Czech Republic" (2016). Gleeson Library Librarians Research. 10. http://repository.usfca.edu/librarian/10 This Report is brought to you for free and open access by the Gleeson Library | Geschke Center at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Gleeson Library Librarians Research by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. Running head: INSTITUTIONAL REPOSITORIES IN THE CZECH REPUBLIC Institutional Repositories in the Czech Republic Kelci Baughman McDowell University of North Carolina at Chapel Hill Author Note Kelci Baughman McDowell is a graduate student in the School of Information, San Jose State University and participated in the Prague Summer Seminar through the University of North Carolina Chapel Hill and Charles University in May, 2016, for which she wrote this paper to meet the course credit requirements. She works as the library assistant to the Reference and Research Services Department at the University of San Francisco. The author wishes to thank Lenka Nemeckova, Stephanie Krueger, Barbara Wildemuth, and the Czech institutional repository administrators who agreed to correspond with the author to further this research project.
    [Show full text]
  • Czech Higher Education Brochure
    CZECH HIGHER EDUCATION SYSTEM INSTITUTIONS INTERNATIONALISATION COOPERATION OPPORTUNITIES STUDYIN.CZ Welcome to FACTS AND FIGURES LANGUAGE: the Czech Czech AREA: Republic 78,866 sq km POPULATION: 10,6 million POLITICAL SYSTEM: parliamentary republic EU MEMBER STATE SINCE: 2004 CURRENCY: Czech crown / CZK CAPITAL: Praha (Prague) CLIMATE: seasonal variations (warm summers, mild autumns and cold winters) AVERAGE TEMPERATURES: January -4 °C; July 24 °C HIGHER EDUCATION INSTITUTIONS: 26 public / 2 state / 34 private TOTAL NUMBER OF STUDENTS (2019): 288 984 INTERNATIONAL STUDENTS (2019): 46 429 TUITION FEES FOR PROGRAMMES DELIVERED IN FOREIGN LANGUAGES: 0 – 22 350 USD / year LIVING COSTS OF STUDENTS: 350 – 750 USD / month (food, accommodation, transportation, entertainment) Content 2 4 – 8 9 – 13 14 – 19 20 Foreword Higher Education Current Trends in Higher Education Useful Links System in the Czech Internationalization Institutions by Fields Republic of Study r n u e o h d s 1 P e ol r a w D nd a l s c r u ro o W h ny Liberec 2 ma Ger Ústí nad Labem Ore Mountains Mladá Boleslav Mining Region Hradec Králové Prague Kladruby nad Labem w ko urs Historic Horse Breeding Landscape a ho r ,5 Centre K 2 G e Kutná Hora Litomyšl Chateau r Plzeň Pardubice and Grounds m Historic Centre Opava a n Žďár nad Sázavou Olomouc Ostrava y Green Mountain Písek Holy Trinity Column Nu Třebíč Jewish re Kroměříž Gardens mb Quarter a erg and Chateaux i 3 Brno ,5 hours Jihlava k Holašovice a Historic Village České Villa v Telč Historic Centre o Budějovice Tugendhat l h Zlín S c s i r un u M ho ,5 Lednice-Valtice Area 2 A Český Krumlov us Historic Centre tri a a Vien av na sl 1 hour ti ur ra ho B 1 Protected Landscape Areas and National Parks 1 Foreword Recognized as one of the most beautiful countries in Europe the Czech Republic holds a strategic position in the very heart of Europe, with its capital city Prague as the political, economic and cultural centre of the country.
    [Show full text]
  • Curriculum Vitae
    Curriculum Vitae Nora Melnikova, Ph.D. Department of South and Southeast Asia University of California, Berkeley Phone +1 510-325-5303 E-Mail: [email protected] Education Master of Arts in Second Language Teaching, Institute of Czech Language and Theory of Communication, Charles University, Prague, Czech Republic, 2019 MA thesis: Bilingual Transfer in Hindi First Language Speakers with Czech as Second Language PhD, Religious Studies, Masaryk University, Brno, Czech Republic, 2015. Dissertation: The modern school of Vipassanā – a Buddhist tradition? Master of Arts in Hindi and Sanskrit, Department of South and Central Asia, Charles University, Prague, Czech Republic, 2008 MA thesis: Old Hindi in the poetry of Mīrā Bāī Bachelor of Arts, Faculty of Humanities, Charles University in Prague, Czech Republic, 2001 BA thesis: Introduction to the Study of Śrī Vidyā (a South Indian Tantric tradition) Other University Courses: Institute for Indology and Tamil Studies, Faculty of Arts, University in Cologne, Germany, 2003 – 2006 (Erasmus exchange programme) Learned to read and write Urdu during the MA programme and later took private Urdu classes in Delhi while preparing for job interviews at the Red Cross in Pakistan (finally decided to stay at the university) Languages Fluency in Hindi/Urdu, English, German, Czech Fair knowledge of Sanskrit, Polish, Russian Reading knowledge of Pali, Burmese, Apabhramsha, Old Hindi, Tamil, Bengali, Spanish, French, Latin, Ancient Greek Professional Experience in Academia Since July 2018 Lecturer of Hindi
    [Show full text]
  • List of Papers by Topics
    09.11.2015. NANOCON 2015 LIST OF PAPERS BY TOPICS Plenary Session Session A ­ Nanomaterials for Electronic, Magnetic and Optic Applications. Carbon Nanostructures, Quantum Dots Session B ­ Industrial and Environmental Applications of Nanomaterials Session C ­ Bionanotechnology, Nanomaterials in Medicine Session D ­ Monitoring and Toxicity of Nanomaterials Session E ­ Advanced Methods of Preparation and Characterization of Nanomaterials Workshop Poster Session A Poster Session B Poster Session C Poster Session D Poster Session E Publication of paper on CD (without attendance) Plenary Session Chairmen: Prof. RNDr. Radek ZBOŘIL, Ph.D. Ing. Jiřina SHRBENÁ PS1 BRUS Louis E. Columbia University, Chemistry Department, New York, United States Size, Dimensionality and Strong Electron Correlation in Nanoscience (./papers/4512.pdf) ­ INVITED LECTURE PS2 SCHMUKI Patrik Friedrich­Alexander University of Erlangen­Nürnberg, Erlangen, Germany, EU Formation and Functional Features of Self­ordered TiO2 Nanotube Arrays (./papers/4488.pdf) ­ INVITED LECTURE Session A ­ Nanomaterials for Electronic, Magnetic and Optic Applications. Carbon Nanostructures, Quantum Dots Chairmen: Prof. Ing. Eduard HULICIUS, CSc. RNDr. Ing. Martin KALBÁČ, Ph.D. Ing. Oldřich SCHNEEWEISS, DrSc. A1 LINNROS Jan Royal Institute of Technology (KTH), Department of Materials and Nano Physics, Stockholm, Sweden, EU The Physics of Silicon Quantum Dots from Single Dot Studies (./papers/4489.pdf) ­ INVITED LECTURE A2 VALENTA Jan Charles University in Prague, Prague, Czech Republic, EU Absorption of Light by Nanomaterials (the Case of Silicon): Do we Lose or Gain by Dispersing Bulk Material into Nanoparticles? (./papers/4256.pdf) Co­authors: GREBEN Michael, FUCIKOVA Anna A3 HULICIUS Eduard Institute of Physics of the AS CR, v.v.i., Prague, Czech Republic, EU InGaN/GaN Multiple Quantum Well Structures for Detectors (./papers/4379.pdf) Co­authors: HOSPODKOVÁ Alice, NIKL Martin, PACHEROVÁ Oliva, OSWALD Jiří, BRŮŽA Petr, PÁNEK Dalibor, FOLTYNSKI Bartosz, BEITLEROVÁ Alena, HEUKEN Michael A4 KOTI Mahesh P.E.S.
    [Show full text]
  • Masaryk University – Annual Activity Report 2008
    MASARYK UNIVERSITY ANNUAL ACTIVITY REPORT 2008 MASARYK UNIVERSITY ANNUAL ACTIVITY REPORT 2008 © MASARYK UNIVERSITY, 2009 I I I I I I I I I Foreword . 5 About the University 1 The University in 2008 . 9 The University in Numbers in 2008 . 10 Key Events in 2008 . 11 2 Studies . 21 Educational Activities Quality. 22 The Quality of Academic Life . 27 Progress in University Education as a Public Service . 31 3 Research . 35 A Research University . 36 ANNUAL ACTIVITY REPORT 2008 ANNUAL ACTIVITY REPORT Doctoral Studies. 39 Academic Staff Qualification Advancement . 41 4 The University and Links to Society. 43 Public Relations and Marketing . 44 Institutional Partnerships . 46 Knowledge and Research Results Transfer . 47 5 Development Activities and Support Processes . 49 Infrastructure Management . 50 Investment in Human Resources and Employee Support . 52 Accounting and Financial Management . 53 Financial Control Data . 55 MU Development Projects . 55 6 Information Infrastructure . 57 MU Libraries . 58 MU Archives . 59 Information and Communication Technology. 59 MU Information System. 60 Provision of Information pursuant to Act No. 106/1999 Coll. on Free Access to Information . 61 7 MU Faculties in 2008 . 63 Basic Facts MU Organizational Structure . 74 and Figures Names and Addresses . 75 1 University Structure, Officers and Official Bodies. 76 2 Studies . 80 3 Research . 87 4 The University and Links to the Society . 93 5 Development Activities and Support Processes . 93 6 Information Infrastructure . 98 MASARYK UNIVERSITY MASARYK INDEX 3 I I I I I I I I I I I I I I I I I I Foreword 2008 was in many respects both a significant and with international best practices aimed at support- demanding year for Masaryk University; among ing career advancement as well as both academic other matters, the university was confronted with and non-academic staff remuneration and offering crucial public policy developments in higher edu- academic careers to experts who had proved their cation as well as in research.
    [Show full text]
  • Modelling of Road Safety Evaluations at the Regional and Local Level in Czech Republic
    INTERNATIONAL JOURNAL OF MATHEMATICAL MODELS AND METHODS IN APPLIED SCIENCES Modelling of Road Safety Evaluations at the Regional and Local Level in Czech Republic Tomáš Kořínek, Jiří Křupka, and Radovan Soušek There is a generally accepted view that safety plans and Abstract—Road safety is a topic, that is very much and for objectives must be regularly monitored and the obtained already long period of time, in the centre of attention, especially in results must be analyzed and evaluated to test the obtained the developed countries. The objective of this article is to introduce progress and to adopt essential changes according to the two alternative approaches to evaluation of road safety, its risks current observed trends. The progress in road safety measures respectively. The first objective focuses on the evaluation of the overall road safety in Czech regions based on the so called Road is usually evaluated from the view point of the number of safety rate. The second approach focuses on a much smaller segment accidents, injuries and their social costs. However, simply of road transportation, the transportation of dangerous substances, calculated accidents and injuries may often be less than perfect and also on concrete dangerous locations/spots along the indicators of the road traffic safety level. It is typical that transportation route. The objective is to define the probability of an accidents and injuries are only the top of an iceberg since they accident arising and of its potential impacts on the environment. happen as the „worst case scenario“ in dangerous operational conditions on the road system. For a high quality road safety Keywords—Dangerous substance, ecological risks, regional management we must take into consideration the most diverse comparison, road safety rate.
    [Show full text]